Teacher Wei's class reminds me of this topic again. Throughout this class, Mr. Wei's macro-control ability is really great. A class is very relaxed and comfortable from beginning to end. Playing hard to get while singing, the children's interest was immediately aroused; Guessing the question is actually a suspense, and the dark flowers are bright and clever, which drives the enthusiasm of children to participate; In the process of learning the text, the burden shakes one after another, or volunteers, or urges, or men and women fight, or everyone works together in Qi Xin, the children are very happy and the class is very lively; Finally, net fishing goes with the flow. I'm afraid you can't take such a class unless you have great courage.

However, in this class, I will tell junior one students the text of senior three. I don't know what Mr. Wei meant. High classes and low classes can all reflect Mr. Wei's superb ability to control the classroom, but which of our teachers dares or is allowed to attend classes like this? How can a teacher with no name or surname who teaches at the bottom be so easy to casually take out texts of any grade and say, "It's not so troublesome for us to learn Chinese in China" and talk to students? I'm afraid that students won't agree, parents won't buy it, leaders won't let it go, and exams are not allowed. When we listen to such a class, we can only treat those who disagree as jokes, those who feel funny as games and those who feel ashamed as myths. No matter what kind of understanding, it is just a look. Just increase the talk, not follow the trend. However, I think the most important thing is that this is a Chinese class. Selected essays are philosophical essays that explore the realm of life. Although the teaching object is the students of Grade One, we browse the full text from beginning to end in a class, only write a few words, read a few paragraphs and write down the author and topic. This kind of treatment can be described as a cursory tour and a gulp.

At first glance, it seems that it is easy to control complexity with simplicity, but when you think about it carefully, you will feel that you should avoid the importance, delete the complexity and simplify it. What is the core of this course under the external form of lively teacher-student interaction, lively reading and writing and relaxed and equal atmosphere? There has always been a debate about the essence of Chinese, or tools, or humanities, or ideas, each with its own side, but no matter from which angle, after all, Chinese classes should be loaded, so that students can exercise, improve and benefit in any aspect. And where is the focus of teacher Wei's "Life Realm" lesson? Cultivate students' exercise ability? Enlighten and develop students' wisdom? Cultivate students' literacy? With all due respect, on the surface, all three aspects are involved, but in essence they are scratching the surface.

Let's talk about the ability first. The text of this article is concise and clear, and the level is very clear. It is an inevitable cognitive process to remember the title and author and read the definition of each realm paragraph by paragraph. If this can also locate a class, then it is not a problem for students in grades five and six of primary school to learn such an article with few words, or it is more suitable for students in grades three and four of primary school to learn-they can experience jumping and picking.

Looking at the latter two aspects, do students really "learn" and "understand" this philosophical paper as Mr. Wei said after class? This can be seen from students' understanding of "moral realm". Reading an article requires understanding and doubts. Li Zhenxi has a viewpoint called "read yourself, read problems". I agree with him very much. Doubt is the beginning of understanding. However, after reading this article, the students did not raise any questions about the text itself or related issues, which shows that they are still very distant from the article, and their philosophical significance has not reached the level of fogging flowers. They almost regard this article as an explanatory article, rather than a highly philosophical and speculative discussion. It is a pity that a concise and profound philosophical note has been reduced to a small fight, and there is no mention of deep-seated life ideals and values.

The task of philosophy, according to Mr. Feng Youlan, is to improve people's spiritual realm. In fact, this may be regarded as an inevitable task for China people. If you remember that some nouns can read articles and topics, especially Chinese, then there is probably no need to offer a separate Chinese class.

I think what Mr. Wei ignores most in this class is the excavation of the text itself, and the most failure is the blow to students' desire for knowledge. I take the liberty to discuss it with Mr. Wei.

The Realm of Life is a philosophical note of Mr. Feng Youlan. It is shallow and deep, just like a piece of tea. You need to brew and taste before you can enjoy it. For junior high school students, it is not easy to take the initiative to expand from here to there, but it can be done under the guidance and inspiration of teachers. It should not be too difficult to make these ignorant teenagers think of the purpose and value of life and the different life realms that different life pursuits may reach, touch their hearts, trigger their emotions and mobilize their enthusiasm by digging this article. Or grasp the understanding of a certain realm for some in-depth exploration, careful analysis and even heated discussion, which should also play a certain role in enlightening students' minds and enriching students' thoughts. However, I am afraid it is unwise not to know what it doesn't know. Since you don't choose to teach articles that suit your knowledge, don't ignore the characteristics of the selected articles, otherwise it will be a game of adhering to the principle of high-grade and practicing low-grade.

Teacher Wei thinks that high classes and low classes can cultivate students' self-confidence and stimulate their interest in learning Chinese. However, two details in the class made me feel different. One is to deal with the second and third questions of after-class exercises. Presumably, Mr. Wei also knows that it is difficult for students to answer these two questions through the rough text of the article in this class, so he prevaricates with "This question is too difficult, so we can't answer it, so we won't do it" and "I can't check your homework because class is over today", not to mention stimulating students to think actively, and even depriving them of the opportunity to think passively (that is, answer questions). Secondly, when asking casually, a student asks Zen. This detail shows that the student's thirst for knowledge is very strong. Although the teacher just said, you don't have to consider answering such a question, and I'm not going to explain it. I just want to know what it is. How comforting and amazing this strong thirst for knowledge is! A strong thirst for knowledge about the unknown, what a precious spirit of exploration, what a tough thinking quality, and how to protect, guide, satisfy and inspire! It's a pity that Mr. Wei poured cold water on it for the first time and said, "This problem is more complicated, and it can't be explained clearly in one or two sentences. Like the realm of Zen, his point of view is beyond your understanding, so I won't say it today. "

It is true that Mr. Wei has his own considerations. But this reminds me of our classroom teaching. Is the student's thirst for knowledge destroyed by the teacher's unintentional blow day by day? When young minds and curious eyes have many novel and strange questions and bold and rich imaginations about the fresh and colorful world, as their teachers, are we interested in listening to them, having patience to communicate with them, and having childlike innocence to dream with them? Do we often condescend to laugh at their ignorance, ignore their enthusiasm and be indifferent to their curiosity, excitement, excitement and yearning with the attitude of an experienced person and the tone of an elderly person? On the road of learning, what is more important than the desire to learn? What could be more cruel than killing the flower of knowledge? When every soul quietly opens its sleepy eyes and peeks into the sky outside, that kind of surprise and curiosity is the driving force of all progress and science. As a teacher, you should take care of it and keep stimulating it!

Therefore, Mr. Wei may have inadvertently attacked it in the name of cultivation.

My humble opinion, please ask Mr. Wei.

Actually, maybe I'm a little picky. We should learn from other people's lessons and discard their dross. I have always felt that there is really too much to learn in teacher Wei's class. Such as the excitement before class, the interesting dialogue in class and the infinite aftertaste after class. Chinese learning is not about how much knowledge you can learn in class, but about the endless fun brought by stimulating students' curiosity about knowledge in class. The requirement of Chinese education for teachers is not to teach, teach and teach, but to let students enjoy learning. I believe that students will have a deeper understanding of the realm of life after learning this text. At the same time, they will also remember this teacher who pursues the highest realm.